# data[].attributes.body
Not all students have the same understanding of basic language that we use.

ex some kids may think of the word "letters" as notes we send, not alphabet.

26 letters, 40-44 sounds

Phonics: (used several different ways and refers to:)

The system of phoneme-grapheme (sound-symbol) correspondence that are the basic structure of an alphabetic orthography;

A strategy necessary for decoding new words and for storing these words in othographic memory; or

An essential compenent of effective reading instruction-- one of the five big ideas or pillars that should be addressed by effective reading programs.

Decoding

The ability to translate a word from print to speech using sound-symbol (phoneme-grapheme) correspondences.

Can be in or out of context

Phoneme: the smallest unit of speech sound

Grapheme: represents a phoneme

Orthography: a writing system for representing language

English orthography has many patterns and constraints that help to speed the decoding process up

/k/: kiss or click

The letter x is never doubled

English words do not end in the letter v

Consonant digraphs: one grapheme comprised of two letters that together represent one phoneme (before or after the vowel sound in a syllable)

Note : digraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such as ph or f)

sh = /sh/ (shut)

th = /th/ (throw) OR /th/ (that)

ck = /k/ (pick)

gh = /f/ (rough)

consonant trigraphs: one grapheme comprised of three letters that together represent one phoneme

tch = /ch/ (latch)

dge = /j/ (pledge)

Orthographic Mapping

proficient wording reading requires rapid recognition of all relevant layers of word structure in a mental process called orthographic mapping.

The more students learn about the structure of words, the better they will be able to read them independently, the more readily they will process their meanings, and the more they will understand and remember about spelling,

To accurately and automatically read the unkind, the brain will need to recognize:

syllables: un-kind [2]

morphemes: un-kind [2]

graphemes: u-n-k-I-n-d [6]

Phonemes: /u/ /n/ /k/ /i/ /n/ /d/ [6]

part of speech: adjectives [describes a noun]

Morpheme: morph = meaning, eme = smallest unit

Two approaches to Phonics Instruction

synthetic approach ( aka code-based, direct, systematic, or explicit phonics)

typical sequence:

letter names taught

sound letters stand for taught, reviewed( some rules or generalizations might be discussed)

Principle of blending sounds to form words is taught

Opportunities to blend unknown words in context are provided (decoable texts)

Analytic approach (aka meaning based, indirect or implicit phonics)

students begin with words and are asked to deduce the sound-spelling relationship that is the focis of the lesson

NOT THE IDEAL APPROACH!!!

# data[].attributes.body
The Reading Deficit

Literacy is essential for full participation in todays world.

Many young people struggle with reading, affecting their ability to function and expand their knowledge.

"Where the press is free and every man is able to read, all is safe." - Thomas Jefferson

The State of Reading Today

Despite the focus on reading, scores have not improved significantly.

Issue: ineffective teaching methods and strategies lacking research evidence hinder student progress.

effective reading must be systematic and explicit.

The Big 5 Pillars of Reading:

Phonological awareness: larger and smaller parts os spoken languages.

Phonics: relationships between letters and sounds and how to use them to read and spell.

Fluency: ability to read text accurately, quickly, and with proper expression.

Vocabulary: knowledge of words and their meanings.

Comprehension: process of extracting and constructing meaning from written texts.

Phonemes

the smallest unit of sound "bat" and "cat" /b/ vs. /k/

if "C" is followed by an a, o, u or a consonant it will say "k"

if followed by I, e, y it will say "s"

42-44 phonemes ( "c" in "cat" vs "city") ( "th" in "thin")

vowel phonemes (about 18)

Consonant phonemes (about 25)

Constonant Phonemes

Voicing

voice refers to whether or not the vocal cords vibrate during the production of a consonant sounds

voiced sounds: occurs when the vocal cords vibrate ( /b/ , /d/ , /g/ )

voiceless sounds: occurs when the vocal cords do not vibrate ( /p/, /t/, /k/)

Place of articulation : refers to the loaction in the vocal tract where the airflow is constrictued to produce a consotant sounds. This involves different parts of the mouth and throat coming into contact or near-contact. (pg 23 in textbook)

examples:

bilabial: both lips touch ( p, b)

alveolar: the tounge touches the alveolar ridge just behind the upper front teeth (t, d)

velar: the back of the tongue touches the soft part of the roof of the mouth (velum) (k, g)

Manner of articulation: refers to how the airflow is modified as it passes through the vocal tract to produce a cosonant sound. This can involve different degree and types of constriction.

long vowels say their name (except "u" can say oo like in "flu")

examples:

plosive (stop) complete clousure of airflow followed by a release (p,t)

ā - long vowel sound

ǎ - short vowel sound

sound/spelling

grapheme: letters or letter combonations used to represent spoken sounds.

phonics instruction involves teaching the relationship between sound and spelling used to represent them.

chart on pg 35 in course text

syllables

a word or part of a word pronounced as a unit.

every syllable contains only one vowel sound

there are six common types of syllables

pg 37 in course text

onset- rime

onset: the part of the syllable that comes before the vowel.

rime: the vowel and everything after it.

"home" /h/ is the onset "ome" is the rime

phonograms: a nonlinguistic term sometines used in place of 'rime'

Morphemes

the smallest units of meaning in a language

ex. cat has 1 morpheme

cats has 2 morphemes

free morphemes: can stand alone as words (book, run)

bound morphemes: cannot stand alone and must be attached to other morphemes ( -s in books, un- in undo)

# data[].attributes.headline
Helpful Infographic or Visual Representation 

# data[].attributes.subject
Helpful Infographic or Visual Representation 

# data[].attributes.body
Brain research highlights how different areas of the brain function during reading.

The left hemisphere, especially Broca's area, the parietiotemporal area, and the occipito- temporal area, is crucial for reading.

The Reading Brain Video

How we Learn to Read Video

# data[].attributes.body
Reading Assessment

Purpose

regular assessments guide instructional decisions and monitor student progress.

Types of assessments:

1. screening: identitfies at-risk students

2. Progress Monitoring: Tracks students progress

3. Diagonstic: pinpoints specific reading difficulties

4. outcome: evaluates overall program effectiveness.

# data[].attributes.body
Reading is systematic and essential for full world participation. When reading, there are several differnet parts of the brain that are activiated. Handwriting develops hand movement and letter recognition.

# data[].attributes.body
Print awareness refers to a childs understanding that print carries meaning and that it is used in everyday context like books, sings, and labels.

foundational for reading and writing

helps children recognive that print represents spoken language and that there is a connection between and spoken words.

Components of Print Awareness

Print is everywhere (books, signs, labels, menus, etc.)

Functions of print- telling a story, providing information, or giving directions.

Print Directionality- recognizing left-to-right, top-to-bottom sequences of reading English text.

Stages of Development

Infants/ toddlers- shared reading experiences

Preschools- begin to notice and ask about letters and words in their environment

Kindergartners- develop more refinded understanding of print functions and directionality.

# data[].attributes.body
Letter knowledge : refers to a students overall knowledge of letter names, shapes, sounds, and formation

26 uppercase, 26 lowercase letters

the relationship between letter shapes and letter names is not straightforward. Students must memorize this information

handwriting helps this

letters such as "p" and "o" are easier to remember

they just get "bigger" when uppercase, but it looks the same

Have to be memorized

Letter name iconicity : when the name of the letter contains the sound that the letter represents

there are only 2 totally non-iconic letter names : w and h

consonant letter names that begin with the sound that the letter stands for : b, d, j, k, p, t, v ,z

english consonant letter names that end with the sound that the letter stands for : f, l, m, n, r, s, x

if C is followed by i, e, y, it will say /s/

if C is followed by a, o, u, it will say /k/

if G is followed by i, e, y, it will say /j/

if G is followed by a, o, u, it will say /g/

the phonological characteristics of letter names also affect students learning

students are most likely to remember letters that sound like themselves at the beginning of the letter name (b, d, j, k, p, t, v, z)

students are likely to confuse letters that have similar names as well as shapes (B, D) are similar in both name and shape

a child’s ability to identify the letters of the alphabet by name is one of the best predictors of how readily he or she will learn to read.

# data[].attributes.body
Phonological Awareness:

an overall awareness of the sounds in spoken language (auditory)

ability to think about and recognize larger chunks in words

ability to recognize and manipulate the spoken parts of words.

includes phonemic awareness (the ability to recognize and manipulate individual sounds)

phoneme: the smallest unit of speech in the language

skills begin in preschool

Early Phonological Awareness Skills (pre-k or K)

counting words in sentences

rhyming

recognixe (lace/race, best/nest)

odd word out (cake, corn, shake)

production (a word that rhymes with man)

Syllables:

coutning (crick-et [2], e-ra-ser [3])

blending (ta + ble = table)

segmentning (football = foot and ball )

adding (pill, add /ō/ = pillow)

deletion ( cupcake without cup = cake)

EPR = every person responds

makes everyone think and engage in conversation

Alliteration:

words that begin with the same sound (lazy Lindsey likes licorice)

initial (first) sounds: isolating first sounds (clap /c/)

onset-rime: c*ake, w*ave, d*esk

onset letter(s) before the vowel

rime= the vowel and everything that follows

Blending ( l + eaf = leaf)

substitution (d-en -> change /d/ to /p/ = pen)

From the National Reading Panel Report:

clearly affects students achievements in phonemic awareness, reading, and spelling.

Pre-k, K, and 1st graders as well as older disabled readers, beneficial phonological instruction

5 to 10 minues DAILY (more is NOT better)

instruction should be explicit.

Tailor instruction according to what students know and can do

no single best way or program for teaching phonological awareness.

Phonemic Awareness

Phonemene: the smallest segment of speech.

The conscious awareness of individual speech sounds, or phonemes (consonants and vowels) in spoken syllables (auditory)

Long vowles : /ā/ /ē/ ī/ /ō/ /ū/ Short vowels: /ǎ/ /ě/ /ǐ/ /ǒ/ /ǔ/

Isolate (what is the first/final/ medial sound in fish)

categorize (which word has a diffferent first/final/medial sound)

blending phonemes ( /c/ /ǎ/ /t/ = cat; /m/ /ě/ /t/ = met)

segmenting phonemes (chat = /ch/ /a/ /t/)

Adding phonemes (jump, add s -> jumps)

deleting phonemes (sleep without /s/)

Substituting phonemes ( lap -> map -> tap -> tack)

reversing phonemes (cat -> flip flop the first and last sound = tack)

# data[].attributes.headline
Helpful Infographic or Visual Representation 

# data[].attributes.subject
Helpful Infographic or Visual Representation 

# data[].attributes.body
Becoming Aware of Print Video

Concept of Print Video

Kansas Standards Link

# data[].attributes.headline
Helpful Infographic or Visual Representation 

# data[].attributes.subject
Helpful Infographic or Visual Representation 

# data[].attributes.body
*IMPORTANT* connect to theory

# data[].attributes.headline
Helpful Infographic or Visual Representation 

# data[].attributes.subject
Helpful Infographic or Visual Representation 

# data[].attributes.body
Strategies for Teaching Print Awareness

Interactive Read-Aloud - point out print elements during read-aloud sessions (tracking text with finder, discussing punctuation)

Labeling the Classroom- door, window, trash - to help children connect with written words with objects.

Print-Rich Environment - create classroom environment full of pring (posters, charts, word walls) to encourage print awareness.

Shared Writing- engage in shared writing activites where the teacher models writing and invlves students inn composing text together.

Assessment PDF saved in EL 312 folder on laptop!!

# data[].attributes.body
Sample lesson on page 96-98

# data[].attributes.attachment_link.title
Pink and Green Classroom Abstract Organic Lesson Presentation

# data[].attributes.attachment_link.readable_text
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

# data[].attributes.body
Print is everywhere. It can be found in books, posters, signs etc. Having a print rich environment can provide oppurtunites for students to develop early literacy experiences. Print awareness is a very important part of a childs development. During read-alouds bringing students attention to important print in the books can help them understand how print works.

# data[].attributes.body
Handwriting can help children build relationships between letter names and shapes. The letters that just get "bigger" when they go from lowercase to uppercase are easier for children to remember. Such as P and p, O and o. It is easier for children to remeber the sound of the letter if they consonant letter names begin with the sounds that the letter frequently stands for. Such as t, b, j, etc.

# data[].attributes.body
Phonological awareness and phoneme awareness are DIFFERENT things!! Phonological = overall sounds of spoken language. Phonemes= smallest segment of speech. EPR is a great way to get all students engaged in conversation. These skills should not be taught for more than 5 to 10 minutes at a time.

# data[].attributes.body
Develops hand movement and letter recognition

Importance of the line direction (where letters should start and end)

reading and handwriting go hand and hand

Why teach handwriting?

“The act of using hands to encode improves memory for letters and words, and thus facilitates faster word recognition for reading.” (Conrad, 2008; Weiser, 2010)

Improves students memory of letters, results in better spelling, leads to longer, higher-quality compostions, leads to faster reading, is needed in everyday situations

Good handwriting instruction:

lowercase first

3 lined paper

tripod grip, paper position and posture

trace before writing

# data[].attributes.body
An irregular words basically a word that the student does not have the phonics skills to read.

Permenately irregular: one or more sound/spellings in the word are unique to that word or a few words and therefore are never introduced. (of, two, one, been, could, and once)

Temporarily irregular: one or more sound/spellings in the word have not yet been introduced. (for becomes decodable)

High frquency words: regular and irregular words that appear often in printed text. (that- predictable)

# data[].attributes.headline
Helpful Infographic or Visual Representation

# data[].attributes.subject
Helpful Infographic or Visual Representation

# data[].attributes.body
J tends to be a less transparent letter because the sound can be created using different letters.

-dge

will always be at the end of the word

use -dge if it is a short vowel sound

fudge, pledge, judge, etc.

# data[].attributes.headline
Helpful Infographic or Visual Representation

# data[].attributes.subject
Helpful Infographic or Visual Representation

# data[].attributes.body
Pg 244-245 in course text

# data[].attributes.attachment_link.readable_text
Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular. In these words, the sounds of the letters are unique to that word or to a very small number of words. Other words are temporarily irregular. This means that the student has not yet learned the letter-sound correspondences in the word.

Although irregular words can be challenging, there are effective methods for teaching them. The good news is that, in most common irregular words, only one or two letters don't adhere to expected phoneme-grapheme correspondences. This means children can learn to decode most of the word, and they only have to learn one or two letters "by heart." The Heart Words materials below can be used to teach irregular words this way. This approach can promote children's orthographic mapping.

Once an irregular word has been introduced and taught, which includes sounding out the decodable parts and recognizing the part(s) that need to be learned by heart, flash cards can be an effective tool for practice. For many readers, irregular words are committed to memory after only a few (1-4) exposures. A struggling reader may need 20 or more exposures to the same word before it can be recognized on sight.

Here's a helpful article about teaching irregular words.
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Irregular "Heart" Words

This collection of "heart word"slides contains some words that are permanently irregular and others that are temporarily irregular. Each slide includes teacher guidance in the notes section to explain the irregularities in the word. You can also download and print these Heart Word Cards on card stock.
Heart Word Slides (PowerPoint) Heart Word Slides (Google Slides) Heart Word Tutorial
Irregular Word Cards

We also have traditional irregular or "hot" word flash cards and word slides for reviewing with children.
Irregular Word Flash Cards (PowerPoint) Irregular Word Flash Cards (Google Slides) Irregular Word Slides (Powerpoint) Irregular Word Slides (Google Slides)
Tutorials and Sample Lessons
Sample Lesson - Irregular Words

# data[].attributes.attachment_link.title
Irregular and High Frequency Words | UF Literacy Institute

# data[].attributes.attachment_link.description
Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular.

# data[].attributes.body
Heart words

# data[].attributes.attachment_link.readable_text
List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

Related Content

# data[].attributes.attachment_link.title
Reading Universe | Free Decodable Texts for Each Phonics Skill

# data[].attributes.attachment_link.description
Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

# data[].attributes.body
Not all students have the same understanding of basic language that we use. Some students may think "letters" are something that we send, not part of the alphabet. Phonics is one of the five big ideas or pillars that should be addressed by effective reading programs. The more students learn about the structure of words, the better they will be able to read them independently.

# data[].attributes.body
As a teacher it is important to think about which words from a reading may be irregular. To us, as adults we "just" know how to read the text in front of us. As a student, they may not be able to decode text if it doesnt follow the rules that they have learned.

# data[].attributes.headline
TROC sample read aloud- The Bird Who Ate Too Much 

# data[].attributes.subject
TROC sample read aloud- The Bird Who Ate Too Much 

# data[].attributes.body
Things to point out:

The Title- tells us what the book is called

The author and illustrator- who wrote the book and who drew the pictures

Show the back of the book and talk about how its the end

Then go back and have the students tell you what the book is called.

Point to where you would begin reading then finger the words from left to right.

Talk about how sentences start with a capital letter and end with punctuation.

Then go back and ask students "where do I begin?" "Where do I go next?"

Ask student to tell you what they see on the page - they may answer with "birds" then point out the word birds and explain how the text and pictures correlate.

Say " I have finished reading this page now I am going to go to the next page."

# data[].attributes.body
Closed syllables:

The most common syllable type

Contain one vowel letter that represents a short vowel sound

End in one or more consonants (consonants = closed sounds)

"R" controlled vowels do not apply to this (car)

Many academic words are just a series of closed syllables (and nonsense words)

Est-ab-lish

trans-at-lan-tic

un-in-hab-it-ed

1 V, ends in w/ c, short V sounds (how to teach to students)

Open Syllables:

Contain one vowel letter that represents a long vowel

ends with the vowel letter (vowel = open sounds)

1 V, ends w/ V, long V sound --->

do, she, flu, go

VCE Syllables

generally represent long vowel sounds

example: exceptions: give, have, love ARE NOT VCE syllables

English orthography- words in the English language do not end in the letter v so the letter e is added.

End with a silent e (the Bossy E)

'e' is silent, V --> long V sound

Vowel Teams Syllables

Contain two (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)

Ends with a vowel sound (ex: high, clay, snow) OR a consonant (ex: boat, moon)

2V, work together, 1 long V sound

R-Controlled Syllables

When a vowel is followed by r, the letter affects the sound of the vowel (the Bossy R)

-er, -ir, -ur

All say the same thing, so they can be tricky for students

(her, first, nurse)

-ar

-or

Only if the r is after the vowel is it an r-controlled syllable!!

Consonant + LE Syllables

When -le appears at the end of a word and is preceded by a consonant, the consonant +le forms the final syllable

Exceptions: Pickle

Limited number of consonant +le syllables

-ble, -cle, -dle

-fle, -gle, -tle

-ple,-zle, -kle

Always make the schwa sound

Keep the consonant +le together when dividing syllables (exposes the first syllable as closed, open, or r-controlled)

When finding where your syllable lines go, in words that are doublets, they will almost always get split apart

bubble - Bub/ble

Syllables and Accent Patterns

In multisyllable words, at least one syllable receives more emphasis, or greater stress, than the other syllables.

Affixes (prefixes and suffixes) typically separate from syllables. The accent usually falls on or within the root.

un like' ly

cold' est

un bend' able

move' ment

# data[].attributes.headline
Helpful Infographic or Visual Representation

# data[].attributes.subject
Helpful Infographic or Visual Representation

# data[].attributes.attachment_link.title
Heersche, Tatum- Small Group Activity: Phonics C

# data[].attributes.body
Teaching multisyllabic words can be really engaging, and I am excited to teach them. I thought the hand motions that we learned in class are going to be beneficial for students to visualize each type of syllable.